ABSTRACT Programme for International Student Assessment (PISA) provides valuable information to participating countries by allowing them to compare the performance of their students with the performances of students in other countries. When making such comparisons, the construct being measured should be the same across groups at the item and test levels. The purpose of this study was to examine the responses of students to 16 dichotomously scored science items in PISA 2015 for item bias using statistical procedures at the item level. Student data in three Latin American countries (Chile, Costa Rica and Mexico) were used to run the differential item function (DIF) analyses across cultural groups. About 25% of the items for each country pair were detected as DIF items with large effect sizes. Based on the findings of the study, it can be concluded that the possible item bias effect on the validity of the interpretation and the use of PISA 2015 science test results should be considered while comparing the test results across the cultures investigated in this study.

中文翻译：

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智利，哥斯达黎加和墨西哥的PISA 2015科学项目可能存在项目偏见的调查（智利哥斯达黎加PISA 2015哥斯达黎加和墨西哥）

ABSTRACT国际学生评估计划（PISA）通过允许参与国比较其学生的表现与其他国家的学生的表现，为参与国提供有价值的信息。在进行此类比较时，在项目和测试级别的各个组之间，被测结构应相同。这项研究的目的是使用项目一级的统计程序，检查学生对PISA 2015中16个二分得分的科学项目的反应，以了解项目偏向。使用三个拉丁美洲国家（智利，哥斯达黎加和墨西哥）的学生数据来进行跨文化群体的差异项函数（DIF）分析。每个国家/地区中约25％的项目被检测为DIF项目，效果较大。根据研究结果，